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Sources
Joan of Arc
Brooks, P. Beyond the Myth: The Story of Joan of Arc. Boston: Houghton Mifflin, 1990. Hobbins, D. trans. The Trial of Joan of Arc. Cambridge, Mass.: Harvard UP, 2005. "Hundred Years War." Wikipedia. 30 June 2014. URL:
http://en.wikipedia.org Pernoud, R. et al. Joan of "rc: Her Story. NY: St. Martin's P, 1998. Richey, S. Joan of Arc: The Warrior Saint. Westport, Conn.:
Praeger, 2003. Seward, D. The Hundred Years War: The English in France
13371453. NY: Atheneum, 1978. Taylor, L. The Virgin Warrior: The Life and
Death of Joan of "rc. New Haven, Conn.: Yale UP, 2009.
Sam Houston
Baum, D. The Shattering of Texas Unionism: Politics in the Lone Star State During the Civil War Era. Baton Rouge, La.: Louisiana State UP, 1998. Campbell,
R. Sam Houston and the "merican Southwest. 2nd ed. NY: Longman, 2002.
Haley, J. Sam Houston. Norman, Okla.: U of Oklahoma P, 2002. James, M.
The Raven: " Biography of Sam Houston. Indianapolis, Ind.: Bobbs-Merrill,
1929. Jewett, C. Texas in the Confederacy. U of Missouri P, 2002.
Margaret Thatcher
1974: Miners' Strike Comes to an End." BBC News. 3 June 1974. URL:
http://news.bbc.co.uk "1978: Callaghan Accused of Running Scared." BBC
News. 9 July 1978. URL: http://news.bbc.co.uk Anderson, D. "Falklands War
Twenty Years On. (Frontline)." History Today. Mar. 2002. Black, G. "The Tina
Syndrome: Is There Life after Thatcher?" Nation 8 May 1989. Blundell, J. Margaret Thatcher: " Portrait of the Iron Lady. NY: Algora Pub., 2008. Evans, E.
Thatcher and Thatcherism. 2nd ed. London: Routledge, 2004. Geelhoed, E. et
al. Margaret Thatcher: In Victory and Downfall, 1987 and 1990. NY: Praeger,
1992. Harper, K. "Pit Strike Ends in Defiance and Tears." The Guardian 4 Mar.
1985. URL: www.theguardian.com Rogers, C. "From Union Legislation to Financial Reform: " Reflection on Thatcherism, Capital and the British State."
Capital & Class 38.2, 2014. Segell, G. "Prime Minister Mrs. Margaret Thatcher
"dvancing Gender Equality: Recruitment, Roles, Pay, and Pensions in the
Armed Forces." "dvancing Women in Leadership 24 (2007). Seymour, R. "A
Short History of Privatisation in the UK: 19792012." The Guardian, 29 Mar.
2012. URL: www.theguardian.com Sullivan, ". "Thatcher, Liberator." The Dish.
8 "pr. 2013. URL: http://dish.andrewsullivan.com Taylor, ". "Margaret
Thatcher Fought One Huge Battle That Changed The UK Forever." Business Insider. 2013. URL: www.businessinsider.com Thatcher, M. "Remarks on Orgreave picketing." 30 May 1984. Margaret Thatcher Foundation. URL:
www.margaretthatcher.org ___. "Speech to Conservative Party Conference." 10
Oct. 1986. Margaret Thatcher Foundation. URL: www.margaretthatcher.org
Trickett, J. "Can Labour Learn from Thatcher and Turn the Wheel of History?"
New Statesman. 13 Mar. 2014. URL: www.newstatesman.com Welch, M.
"How Thatcher Defeated Mitterrand: Lessons from the Late Prime Minister's
Decisive Victory in the War of Economic Ideas." Reason. June 2013. Wilenius,
P. "Enemies Within: Thatcher and the Unions." BBC News. 3 May 2004. URL:
http://news.bbc.co.uk Young, C. "How Margaret Thatcher Advanced Women's
Liberation." Reason Foundation, 20 "pr. 2013. URL: http://reason.com Young,
H. One of Us. London: Pan, 2013.
Standards
Joan of Arc
National High School World History Standard 23: Understands patterns of crisis and
recovery in Afro-Eurasia between 1300 and 1450. (9) Understands the significance
War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans. . . .
of Joan of Arc (e.g., her role in the Hundred Years War, her subsequent trial and
execution, the Church's review of her trial 25 years later, and her revered image
as a patron saint of France).
California History-Social Science Standard 8.9: Students analyze the early and steady
attempts to abolish slavery and to realize the ideals of the Declaration of Independence. (4) Discuss the importance of the slavery issue as raised by the annexa-
California History-Social Science Standard 7.6: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
(3) Understand the development of feudalism, its role in the medieval European
economy, the way in which it was influenced by physical geography (the role
of the manor and the growth of towns), and how feudal relationships provided
the foundation of political order. (8) Understand the importance of the Catholic
church as a political, intellectual, and aesthetic institution (e.g. founding of
universities, political and spiritual roles of the clergy. . . .).
Common Core Standard RH.6-8.1 and RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources.
Common Core Standard RI.7.8: Trace and evaluate the argument and specific claims
in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
Common Core Standard RI.9-10.8: Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Sam Houston
National High School U.S. History Standard 9: Understands the United States territorial expansion between 1801 and 1861, and how it affected relations with external
powers and Native Americans. (3) Understands shifts in federal and state policy
toward Native Americans in the first half of the 19th century (e.g., arguments
for and against removal policy, changing policies from assimilation to removal
and isolation after 1825). (6) Understands Mexican and American perspectives
of events leading up to the Mexican-American War (e.g., the Alamo, the treatment of Mexicans and Cherokees loyal to the Texas Revolution in the Lone Star
Republic prior to 1846).
National High School U.S. History Standard 11: Understands the extension, restriction,
and reorganization of political democracy after 1800. (2) Understands the positions
of northern antislavery advocates and southern proslavery spokesmen on a variety of issues (e.g., race, chattel slavery, the nature of the Union, states' rights).
National High School U.S. History Standard 13: Understands the causes of the Civil
War. (2) Understands events that fueled the political and sectional conflict over
slavery and ultimately polarized the North and the South (e.g., the Missouri Compromise, the Wilmot Proviso, the Kansas-Nebraska Act)
California History-Social Science Standard 8.7: Students analyze the divergent paths of
the American people in the South from 1800 to the mid-1800s and the challenges they
faced. (2) Trace the development of slavery; its effects on black Americans and on
the region's political, social, religious, economic, and cultural development; and
identify the strategies that were tried to both overturn and preserve it. . . .
California History-Social Science Standard 8.8: Students analyze the divergent paths
of American people in the West from 1800 to the mid-1800s and the challenges they
faced. (6) Describe the Texas War for Independence and the Mexican-American
(c) Constitutional Rights Foundation
www.crf-usa.org
tion of Texas and California's admission to the union as a free state under the
Compromise of 1850. (5) Analyze the significance of the States' Rights Doctrine. . . , the Compromise of 1850, the Kansas-Nebraska Act (1854). . . .
California History-Social Science Standard 8.10: Students analyze the multiple causes,
key events, and complex consequences of the Civil War. (3) Identify the Constitu-
tional issues posed by the doctrine of nullification and secession. . . .
Common Core Standard WHST.6-8.1 and 11-12.1: Write arguments focused on discipline
specific content. . . .
Common Core Standard RH.6-8.2 and 11-12.2: Determine the central ideas or information of a primary or secondary source. . . .
Common Core Standard SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners
on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
Margaret Thatcher
National High School Civics Standard 5: Understands the major characteristics of
systems of shared powers and of parliamentary systems. (2) Understands the major
characteristics of parliamentary systems . . . . (3) Understands the relative advantages and disadvantages of the various ways power is distributed, shared,
and limited in systems of shared powers and parliamentary systems . . . .
California History-Social Science Standard 12.9: Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. (2) Compare
the various ways in which power is distributed, shared, and limited in systems
of shared powers and in parliamentary systems, including the influence and
role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher).
Common Core Standard RH.1112.3: Evaluate various explanations for actions or events
and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
Common Core Standard RH.1112.6: Evaluate authors' differing points of view on the same
historical event or issue by assessing the authors' claims, reasoning, and evidence.
Common Core Standard SL.1112.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience,
and a range of formal and informal tasks.
Standards reprinted with permission:
National Standards © 2000 McREL, Mid-continent Research for Education and
Learning, 2550 S. Parker Road, Ste. 500, Aurora, CO 80014, (303)337.0990.
California Standards copyrighted by the California Dept. of Education, P.O. Box
271, Sacramento, CA 95812.
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